Across

1. A question #11 answer. This was the first Crusader Principality to be deceiptfully acquired. A crusader became king. 4. A question #6 answer. There are two words you must insert here. The first word is the term the Catholic Church uses to identify the action a wrong-doer must take to achieve forgiveness. The second word is the term used by members of the three monotheistic faiths to identify the category of actions classified as ‘Wrongs’. These were important terms used in Pope Urban’s speech. The speech did little to clear common misunderstandings by followers of the Christian faith. (2 words total) 7. A question #2 answer. 9. A question #10 answer. They used long-range… (2 words) 10. A question #3 answer. Pope issues order to send, as well as establish goals of these. 11. A question #10 answer. They fought on… 15. A question #3 answer. Pope wishes this ruler to accept papal leadership. (2 words) 16. A question #1 answer. 18. A question #3 answer. Pope calls for the formation of this. 19. A question #4 answer. May reunite the followers of this institution with The Church. (3 words)

Down

2. A question #4 answer. Sets a precedent for Church authority in certains areas of this segment of society. 3. A question #7 answer. A targetted group ‘other’ than that listed in the Clermont speech. 5. A question #11 answer. This Crusader Principality had a significant portion of it’s population slaughtered- including Christians. A crusader became king. 6. A question #11 answer. At Ma’arat al-Numan, crusaders resorted to this most offensive act. 8. A question #10 answer. Their horses were smaller and… 11. A question #6 answer. Automatic acceptance into this realm. 12. A question #4 answer. Rid Europe of these rowdy persons. 13. Question #1 answer. 14. A question #5 answer. Regain control of the land that this figure once resided in. 17. A question #8 answer. Crusaders often sold this most valuable feudal asset.

FilmQ03e_Revival of European Commercial Centers and Civic Pride

How to Use Video as a Source

Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the screen. By writing quick and simple phrases of a few words each, you maintain greater attention to film events.

Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide the sheet of paper where your responses will go. On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

When made available, contribute your response, comments, criticism, and questions (in complete sentences) to the class via the Verso application (rather than on paper). The goal is to have everyone contribute at least once in preparing a review sheet of this video. The content you share now will be required on future quizzes and exams.

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. The focus of the films will be the Northern Italian city of Sienna. This city will provide a case-study to investigate the origins and development of civic pride and citizenship. The city will also provide a vantage point from which to identify the feudal bonds (socio-economic, political) that are straining under the weight of ‘change’ spreading throughout Western Europe. Southern Europe (particularly Northern Italy), unlike Northern Europe, is fast becoming a nursery for municipal rivalries and “one-upmanship”.

Context: 12th C., Northern Italy

1. How is modern ‘civic pride’ connected to the past?

2. Naturally, one’s pride in town/ city would lead to competition with neighboring towns/ cities. a. Offer two examples of how these Medieval municipalities compete. b. Can you offer other methods of competition that Northern Italian towns/ cities of the High Middle Ages might pursue?

1. Consider your own situation as a ‘New Yorker’ when responding to these questions. a. Why would Northern Italian cities, like Sienna, be proud to be called ‘citizens’ instead of ‘subjects’? b. How would this ‘feeling’ threaten the livelihood of feudal landholders like the Pope (Church)?

Pr03de_Europe of the High Middle Ages: Change and Turmoil (Slide by Slide Description)

Slide 01 (Cover Slide):The map is of Europe mid-way through the 12th C. Each colored area and the cities (Stars) that dot the map is representative of the places listed in the upper-left corner.

The map is a visual representation of the violence that permeates Medieval Europe and the resulting ‘fracture’ of political entities. Unlike the relatively stable era of the Frankish Kingdoms centuries before, this Europe has become destabilized despite the qualities of a Feudal system.

Slide 02:A description of ‘Change’. It’s not a force of some kind. Instead, ‘Change’ is the result of a force or forces.

Slide 03:On a smaller scale, the Church is changing, and continue to do so, in this era. The forces acting upon the Church leaders are many, and will have connections to those forces that affect greater Europe.

Slide 04:Since the heyday of the Frankish Kingdom, Europe has subject to growing feudal organization. However, it’s not until the 10th C. and beyond, that the Feudal Europe many students have a vague notion of undeniably emerges. That system instituted and refined, over two centuries, a hierarchy meant to rigidly organize society. But, signs of societal instability are everywhere to be seen in this society- which was structured to be stable.

In our upcoming investigations, we will take a look at several ‘forces’ that may be causing Europe to ‘Change’.

Slide 05:First up, in our search for an explanation of Europe’s instability is Food Production.

After reading R03e_Growth of Urban Centers, you should be asking yourself “What was a primary mover for changes described in the text?” Several developments are described in the reading, but they leave a gap where you and I can ask “Why?”

A rising population number can begin to explain the movement to towns. That population growth is a product of other ‘forces of Change’ that were contributing to an Agricultural Revolution.

The steady increase in food production contributed to (or if you’re Robert Malthus: ’caused’) a rapid growth in population. {see Malthusian Theory of Population at https://goo.gl/E9hCOU}

What’s causing food production to jump?

The image is representative of the agricultural portion of a feudal Manor. Fields are divided into segments for crops and livestock. Fallow fields are necessary to allow for soil rejuvenation. This is the way it’s been done for centuries in Europe.

But, what if we alternate crops that are planted each growing cycle in these fields, and introduce other crops that enrich the soil while avoiding fallow (unproductive and eroding) fields? Enter: CROP ROTATION & THREE-FIELD SYSTEM.

Legumes, a nitrogen-fixing plant species (Ex.: Peas), were planted and thus the soil was enriched as the land produced a nutritious food.

The introduction of Beans added a protein source lacking in the diets of Serfs and Free Peasants.

Better land management. More food. Better quality food. You get more people.

Slide 06:This image is not of an actual ‘ancient’ plow. However, it is an example of an early plow. Crudely constructed and unable to break the clumps of soil that existed in parts of Europe North of the Mediterranean basin. This type of plow dominated the Classical period of Greece and Rome.

These types of plows could not sustain farming communities in the Northern regions of Europe which left that area relatively unpopulated.

Slide 07:This image represents a sturdier, metal-blade, plow that was introduced into Europe during the High Middle Ages. This technology would make the rapid occupation of the Northern, forested, areas of Europe since farmers can now till that soil.

This plow and the previously mentioned land management changes is an example that the Medieval Period was not devoid of innovation and technology- as some textbook sources might imply.

Slide 08:Another innovation targeted the harnessing of animal power for agricultural work.

Common for many centuries in Europe was the use of Oxen to pull plows and carts. Teams of two, joined together by a yoke, are depicted here pulling a cart.

Slide 09:Here is a wooden yoke made for Oxen. It rests on top of the animal’s shoulders and the loops encircle the neck. This yoke would be for a team of two Oxen.

A few things to consider: Oxen are very slow, stubborn in temperament, low stamina, and very strong.

A horse, on the other hand: Very fast, responds well to commands, high stamina, strong- but not as strong as an Ox.

Slide 10:Horses were not commonly owned during the Medieval Period because they have a major drawback: the expense to maintain and feed them. Horses must be have ‘shoes’, groomed, and fed high quality fodder (Ex.: Oats). This is one reason why horse ownership becomes a status symbol in this era. If you owned one or more, you had to be wealthy. Knights would be on a horse, Peasants would use and ride Oxen.

Innovation and technology was needed to employ the horse as a work animal; targeting it’s attributes toward food production. Enter: THE HORSE HARNESS.

This harness, unlike the Ox’s yoke, transferred the animal’s power to the plow/ cart via a harness that rested on its back and strapped along its chest. If a yoke was used instead, the horse would choke whenever it attempted to pull something.

Additionally, the efficiency a farmer gains from doing his work faster with an animal that tires less-frequently, more food could be produced to feed the horse the high-quality grains it needs (Ex.: Oats). The spare time the farmer earns can be partially used to groom the animal and put ‘shoes’ on its hooves.

More work. Less Time. More efficient. More food and more people.

Slide 11:The innovations and technology I’ve briefly described here did not originate in Europe. These ‘ideas’ traveled TO Europe and were modified, once there, by Europeans to suit their needs and fuel and agricultural revolution.

Therefore, where did they come from and why did it get to a Europe that lived under a feudal system that endorsed ‘self-sufficiency’?

Enter: THE CRUSADES

The Crusades provided a reason to venture far from feudal Europe and then the powerful engine of cultural diffusion did the rest. This crusading era will be a topic of future investigation.

Across

6. This Medieval scholar taught that the authority of the Bible was higher than that of the pope. This stance ultimately cost him his life when he was burned at the stake in 1415. 2 words 8. Area of a monastery where religiously significant objects are safeguarded or displayed. 9. An artistic style of expression that develops in the Gallic region of what was once the Roman Empire (Gaul). Presently, it’s the area of Europe where France and Germany are. 10. Justification for the supremacy of the Bishop of Rome over all other Christian clergymen. 2 words 12. The sector of society and personal lifestyle that is removed from religion. 15. A member of the Church, including Priest, Bishop, and Cardinal. 19. A successful military campaign conducted on the Iberian peninsula from the High to Late Middle Ages with the expressed goal of expanding Catholic Christian territory at the expense of Muslim controlled territory. (Spanish word) 20. This Englishman preached that Jesus Christ, not the pope, was the true head of the Church. He was much offended by the worldliness and wealth many clergy displayed. 2 words 22. An architectural design often applied to church buildings. From above, it resembles a cross. 24. A conceptual understanding of the Christian community as a kingdom. 25. A significant Medieval Church theologian. In his “Summa Theologiae”, he incorporated Classical Greek logic to support Church teachings. 3 words 27. The split (1054) between the Roman Catholic Church of the West (Rome) and the Eastern Orthodox Church of the East (Constantinople). 2 words 28. A task of religious significance that all observant Catholics are expected to achieve within their lifetime.

Down

1. An area within a monastery where monks can contemplate, pray, and tend gardens. 2. The pope who calls for the first Western-led crusade in 1092-1093. 3. This 6th C. monk established one of the earliest monastic orders. He was an Abbot and wrote a popular set of rules to organize monasteries. 2 words 4. In Medieval Europe, a military campaign with religiously inspired goals. 5. A complex of structures that served as centers for religious communities beginning in the Early Middle Ages. They were homes for monks and contributed to ‘fixing’ moving populations. 7. Area of a monastery where church objects made of precious metals are safeguarded. 10. That which is of, or associated with, the office of the Pope. 11. The selling of Church ‘offices’. 13. The Infallibility of the Pope is directly connected to this title, which reveals the Pope’s Earthly role on behalf of Jesus. 3 words 14. An empire that develops in Central Europe during the High Middle Ages and inherits the Frankish bonds with the Church. These bonds were started by Clovis, strengthened by Pepin the Short, and expanded by Charlemagne. 3 words 16. The act of awarding a Church ‘office’ by a non-clergyman (Ex.: King). 2 words 17. A venerated object used by, owned by, or part of, a religiously significant figure of the past. 18. Rules within the Roman Catholic Church carrying the weight of ‘Religious Law’. 2 words 21. An office within the Medieval Church tasked to identify and ameliorate heresies. Then, it consisted of Friars from the Dominican Order tasked to ‘Inquire’ about activities or teachings that were not in accord with official Church doctrine. Today, that office is called the “Congregation for the Doctrine of the Faith”. 23. A prescribed quantity to donate on a routine basis to the Church. 26. The secular and non-secular head of a monastery.

Like this:

R03de_The Pilgrimmage

Medieval Monasticism- “The Cloisters” as a case study.

This text is meant to serve as a guide for any visit to The Cloisters by a student. All students should, either in person or via the Internet, attempt to make comparisons with this ‘real’ monastery and the general descriptions of monasteries discussed in class.

This text was compiled by Mr.V while visiting “The Cloisters” (Metropolitan Museum of Art, New York City). It’s structure has been formatted for clarity, but not so much beyond it’s original ‘note style’ form.

The Pilgrimage

A pilgrimage would involve a journey, by a follower of the faith, to a place of religious significance. These places would often contain relics of religious importance to the faithful. The relics gave the pilgrim a sense that he/ she was physically close to the figure or event that produced the relic.

Other cultures with traditions that elevate icons/ relics to religious significance were the Aztecs. In that culture, the umbilical cords of males would be buried in a field that was once the site of a battle. Hence, upon birth a male Aztec was destined to pursue the martial arts of war and seek a final resting place on a battlefield (to be born again in the presence of Huitzilopochtli and accompany that deity on his daily journey across the sky).

Of course, our present culture has its share of icons/ relics. Some of these are not religious in nature, but serve the same purpose of closing the temporal and geographic gap that separates one from a particular time and place. I offer, for example, a parent’s wish to hold on to a child’s first tooth. Or a couple who must remain separate, but attempt to reduce their unhappiness by exchanging a lock of hair.

The fame of any pilgrimage site was proportional to the number and specific nature of the relics in its possession. Relics were a necessary part of the establishment of a church.

A pilgrimage was performed as part of penitence, to find and view relics, or to acquire relics as a momento. The most popular pilgrimage sites were Jerusalem, Rome and Santiago de Compostella (legendary tomb of James ‘The Greater’, who along with Peter and John, were with Jesus in the garden after the Last Supper).

A pilgrim could display a badge that indicated which pilgrimage site he/ she visited. For example, ‘two crossed keys’ acted as the badge for pilgrims who visited Rome.

For Your Consideration:

1. What is a ‘Pilgrim’? Why would someone go on a pilgrimage? 2. What is a relic? Why would anyone wish to see/ touch it? 3. How might you explain the popularity of pilgrimages during the High Middle Ages? 4. Please do a web search for a pilgrim badge that looks like two crossed keys. Why might this, or other badges, be considered a ‘badge of honor’?

Ponder:Did anything you read, regarding a pilgrimage and relics, remind you of a place, event, or tradition from your family?

Pu03d3_Feudal Europe

Pu03d3_Feudal Europe

East-West

2. This group, though normally not expected to be warriors, still satisfied feudal obligations that their land ownership placed on them. They may have acquired this land via inheritance. 4. Land granted to a vassal by a lord in return for loyalty (fealty) and service. 7. The title granted to the person who has the most land in Feudal Europe, excluding clergyman. As the feudal system evolves over the centuries, the title becomes inherited, regardless of land quantity. 10. This is a type of feudal investiture involving Church offices and performed by someone who is not a clergyman. 2 words 12. An estate from which a lord’s family gained its livelihood. It was the economic heart of Feudalism. 13. A person who earns a living via agriculture. Often, they are poor. 15. A socio-economic system based on land ownership. Bonds of loyalty/ service are formed from such ownership. 16. This group, though normally not expected to be warriors, still satisfied feudal responsibilities that their land ownership placed on them, including fighting. The Church was the largest landowner in Feudal Europe and thus added feudal obligations to the tasks of this group.

North-South

1. The ability to provide for all your basic needs, locally, without depending on external trade networks. 2 words 3. A ritual that symbolically confirms an agreement via the exchange of objects for service. 5. This Viking leader became vassal to a King from Western Europe in one of the earliest examples of a feudal investiture ceremony/ ritual. 6. Feudal European warrior. 8. In one of the earliest investiture ceremonies, between a Viking and a European king, this fief was granted. Its modern name evolved from it being known as the “Northmen’s Land” (Land of the Normans). 9. One who is bound in loyalty and service to a lord as a result of the investiture ceremony. 11. The Manorial village/ town evolved into an commercially active site over time. It was the home and work area for this group of skilled craftsmen. 14. Most peasants were classified as this in Feudal Europe. Though not slaves, they and their children were ‘tied’ to the land they toiled over.

FilmQ03e_Revival of European Commercial Centers and Scholasticism

How to Use Video as a Source

Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the screen. By writing quick and simple phrases of a few words each, you maintain greater attention to film events.

Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide the sheet of paper where your responses will go. On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

When made available, contribute your response, comments, criticism, and questions (in complete sentences) to the class via the Verso application (rather than on paper). The goal is to have everyone contribute at least once in preparing a review sheet of this video. The content you share now will be required on future quizzes and exams.

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. The focus of this film will be the Northern Italian city of Venice and how its commercial activity reflects the growing differences with Medieval towns.

2. Who, among the merchants of Venice, contributed significantly to stimulating the European imagination about ‘The East’? a. How did he accomplish this? b. What did he reveal?

3. Europe’s religious view of the world began changing as the exchange between East & West increased. How do Roger Bacon and Francis of Assisi represent the ‘Old World View’ of medieval Europe giving way to the ‘New World View’ of Renaissance Europe?

4. How does this quote exemplify the transition to this new world view?: “Vision is the channel of experimental knowledge”